Context and input measures offer potential for vocational education program evaluation. Problems of measurement in context evaluation are primarily related to decisions on the appropriateness of data and how data should be interpreted. When program goals have been established, input evaluation is used to determine how available resources can be best employed to achieve those goals. Data for input evaluation usually are not available from existing sources and must be generated within the program. Five suggested methods are: group consensus, expert judgment, literature and program examination, management by objectives, and pilot experimental efforts. Literature and program examination, group consensus, and expert judgment are intended to solve the problem of cataloging the possible ways in which resources can be applied as well as to secure judgments about the potential of selected resource usage. A management by objectives stage or pilot experimental effort could follow with the allocation of specific resources applied to the achievement of intended outcomes. Both approaches have the advantage of generating a system for committing resources and examining the results of those committments. Context and input evaluation, systematic ways of measuring the variables involved, will help in making improved program decisions. (EA)